A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática
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| Publication Date: | 2024 |
| Format: | Master thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2430 |
Summary: | Pedagogical practices require, as a requirement, to be under permanent discussion, work that has been carried out since the origins of Western pedagogy, mainly by educators and philosophers. We focus here on the analysis and update that the American philosopher Martha Nussbaum makes about "Socratic pedagogy" and its relationship with democratic education. Using this delimitation, we define the question that guides this dissertation as follows: What is the conception of "Socratic pedagogy" that is present in the work of Martha Nussbaum and how is this pedagogy oriented towards a democratic model of school education? ? The search for answers to this question was carried out through in-depth reading of the author's works and a theoretical analysis of the education addressed in them. The general objective of the work is, therefore, to investigate Nussbaum's conception of "Socratic pedagogy" and its implications for democratic school education. The methodology used is the analytical-hermeneutic approach, of a bibliographic nature, carried out mainly based on the works Sem Fins Lucrativos and El Cultivo de la Humanidad, by Nussbaum. Other works by the author and commentators were also used for additional research. The dissertation path is developed in three steps: (a) we begin by presenting the educational models, the reasons and the conception of democracy that is the basis of Nussbaum's "Socratic pedagogy"; (b) we continue to explain self-examination, global citizenship and narrative imagination as pillars that support it; (c) we finish by showing how Nussbaum can articulate the relationship between "Socratic pedagogy" and a conception of democratic school education. We conclude that the pillars of "Socratic pedagogy" make it possible to identify important challenges that help to recover the meaning of democracy in school education. These include: the ability to examine one’s own beliefs and prejudices; non-discrimination against other people, cultures or countries; the ability to put yourself in other people's shoes; recovering the place of arts and humanities in schools. |
| _version_ | 1871607622028754944 |
|---|---|
| author | Muller, Rodrigo José |
| author_browse | Muller, Rodrigo José |
| author_facet | Muller, Rodrigo José |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Muller, Rodrigo José |
| dc.contributor.none.fl_str_mv | Cenci, Angelo Vitório http://lattes.cnpq.br/5553067405853480 |
| dc.date.none.fl_str_mv | 2024-08-21 2025-05-07T14:12:08Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | MULLER, Rodrigo José. A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática. 2024. 97 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2024. https://repositorio.upf.br/handle/123456789/2430 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC Brasil UPF Programa de Pós-Graduação em Educação |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Democratização da educação Educação - Filosofia CIENCIAS HUMANAS::EDUCACAO |
| dc.title.none.fl_str_mv | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | Pedagogical practices require, as a requirement, to be under permanent discussion, work that has been carried out since the origins of Western pedagogy, mainly by educators and philosophers. We focus here on the analysis and update that the American philosopher Martha Nussbaum makes about "Socratic pedagogy" and its relationship with democratic education. Using this delimitation, we define the question that guides this dissertation as follows: What is the conception of "Socratic pedagogy" that is present in the work of Martha Nussbaum and how is this pedagogy oriented towards a democratic model of school education? ? The search for answers to this question was carried out through in-depth reading of the author's works and a theoretical analysis of the education addressed in them. The general objective of the work is, therefore, to investigate Nussbaum's conception of "Socratic pedagogy" and its implications for democratic school education. The methodology used is the analytical-hermeneutic approach, of a bibliographic nature, carried out mainly based on the works Sem Fins Lucrativos and El Cultivo de la Humanidad, by Nussbaum. Other works by the author and commentators were also used for additional research. The dissertation path is developed in three steps: (a) we begin by presenting the educational models, the reasons and the conception of democracy that is the basis of Nussbaum's "Socratic pedagogy"; (b) we continue to explain self-examination, global citizenship and narrative imagination as pillars that support it; (c) we finish by showing how Nussbaum can articulate the relationship between "Socratic pedagogy" and a conception of democratic school education. We conclude that the pillars of "Socratic pedagogy" make it possible to identify important challenges that help to recover the meaning of democracy in school education. These include: the ability to examine one’s own beliefs and prejudices; non-discrimination against other people, cultures or countries; the ability to put yourself in other people's shoes; recovering the place of arts and humanities in schools. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_4bcce6085dc4e58161850775c9300a26 |
| identifier_str_mv | MULLER, Rodrigo José. A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática. 2024. 97 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2024. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2430 |
| publishDate | 2024 |
| publishDateSort | 2024 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC Brasil UPF Programa de Pós-Graduação em Educação |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | A pedagogia socrática de Nussbaum e os desafios à educação escolar democráticaDemocratização da educaçãoEducação - FilosofiaCIENCIAS HUMANAS::EDUCACAOPedagogical practices require, as a requirement, to be under permanent discussion, work that has been carried out since the origins of Western pedagogy, mainly by educators and philosophers. We focus here on the analysis and update that the American philosopher Martha Nussbaum makes about "Socratic pedagogy" and its relationship with democratic education. Using this delimitation, we define the question that guides this dissertation as follows: What is the conception of "Socratic pedagogy" that is present in the work of Martha Nussbaum and how is this pedagogy oriented towards a democratic model of school education? ? The search for answers to this question was carried out through in-depth reading of the author's works and a theoretical analysis of the education addressed in them. The general objective of the work is, therefore, to investigate Nussbaum's conception of "Socratic pedagogy" and its implications for democratic school education. The methodology used is the analytical-hermeneutic approach, of a bibliographic nature, carried out mainly based on the works Sem Fins Lucrativos and El Cultivo de la Humanidad, by Nussbaum. Other works by the author and commentators were also used for additional research. The dissertation path is developed in three steps: (a) we begin by presenting the educational models, the reasons and the conception of democracy that is the basis of Nussbaum's "Socratic pedagogy"; (b) we continue to explain self-examination, global citizenship and narrative imagination as pillars that support it; (c) we finish by showing how Nussbaum can articulate the relationship between "Socratic pedagogy" and a conception of democratic school education. We conclude that the pillars of "Socratic pedagogy" make it possible to identify important challenges that help to recover the meaning of democracy in school education. These include: the ability to examine one’s own beliefs and prejudices; non-discrimination against other people, cultures or countries; the ability to put yourself in other people's shoes; recovering the place of arts and humanities in schools.As práticas pedagógicas têm, por exigência, a necessidade de estar sob permanente discussão, trabalho que vem sendo realizado desde a origem da pedagogia ocidental, principalmente por educadores e filósofos. Debruçamo-nos aqui sobre a análise e a atualização que a filósofa norte-americana Martha Nussbaum faz acerca da "pedagogia socrática" e sua relação com a educação democrática. Mediante essa delimitação, definimos a pergunta que norteia o presente trabalho dissertativo do seguinte modo: Qual é a concepção de "pedagogia socrática" que se faz presente na obra de Martha Nussbaum e de que modo essa pedagogia é orientada a um modelo democrático de educação escolar? A busca de respostas para essa questão foi realizada mediante a leitura aprofundada de obras da autora e uma análise teórica sobre a educação nelas abordada. O objetivo geral do trabalho consiste, pois, em investigar a concepção de "pedagogia socrática" de Nussbaum e seus desdobramentos para a educação escolar democrática. A metodologia utilizada é o enfoque analítico-hermenêutico, de caráter bibliográfico, realizado principalmente com base nas obras Sem Fins Lucrativos e El Cultivo de la Humanidad, de Nussbaum. Outras obras da autora e de comentaristas também foram utilizadas para pesquisa complementar. O percurso dissertativo é desenvolvido em três passos: (a) iniciamos apresentando os modelos educacionais, as razões e a concepção de democracia que está na base da "pedagogia socrática" de Nussbaum; (b) seguimos explicitando o exame de si, a cidadania global e a imaginação narrativa como pilares que a sustentam; (c) finalizamos mostrando o modo como pode ser articulada em Nussbaum a relação entre "pedagogia socrática" e uma concepção de educação escolar democrática. Concluímos que os pilares da "pedagogia socrática" possibilitam a identificação de importantes desafios que auxiliam na recuperação de sentidos da democracia na educação escolar. Dentre eles, estão: a capacidade de examinar as próprias crenças e preconceitos; a não discriminação de outras pessoas, culturas ou países; a capacidade de se colocar no lugar das outras pessoas; a recuperação do lugar das artes e das humanidades na escola.Universidade de Passo FundoInstituto de Humanidades, Ciências, Educação e Criatividade - IHCECBrasilUPFPrograma de Pós-Graduação em EducaçãoCenci, Angelo Vitóriohttp://lattes.cnpq.br/5553067405853480Muller, Rodrigo José2025-05-07T14:12:08Z2024-08-21info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfMULLER, Rodrigo José. A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática. 2024. 97 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2024.https://repositorio.upf.br/handle/123456789/2430porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:28:19Zoai:repositorio.upf.br:123456789/2430Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:28:19Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática Muller, Rodrigo José Democratização da educação Educação - Filosofia CIENCIAS HUMANAS::EDUCACAO |
| status_str | publishedVersion |
| title | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| title_full | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| title_fullStr | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| title_full_unstemmed | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| title_short | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| title_sort | A pedagogia socrática de Nussbaum e os desafios à educação escolar democrática |
| topic | Democratização da educação Educação - Filosofia CIENCIAS HUMANAS::EDUCACAO |
| url | https://repositorio.upf.br/handle/123456789/2430 |